EDU 4203 - Curriculum Design

Final Assessment: Project Output

Noora Rashid Al Rawahi

H00278139

Mr. Mutambo

2\5\2017

1
Section one
Scope and sequence for one year

2
 About the curriculum

English basic book Workbook

Table of content

I am using the Parade curriculum which is private education edition but it used in
government schools before several years for both girls and boys. UAE started to use Prada
curriculum from 2004 which published by The Egyptian International Publishing Company
Longman (EIPL). It includes 9 units which should be covered on one year. There is also UAE
Parada cptional component which is a pictures dictionary book includes different vocabulary
with their pictures and it provided for all the grades.

UAE Prada teachers package includes Teacher edition, video and video guide,
Audiocassettes, Posters and picture cards. Teachers also my visit their website
www.longman.com\newparada to get more materials and games.

The problem that they didnt mansion the lessons for each unit, they only includes
different activities taking about different lessons where teacher should reorganize and plan how

3
she will teach students and give them the new information (you can take a look on the provided
copy of the basic English book in order to understand).

From my experience of learning this curriculum, my parent found difficulties to follow and
figure out what have been taught because there are no explanations, vocabulary or grammar rules
appeared clearly in the book.

4
 Scope and sequence for one school year

Unit Title Theme Communication Objectives Language Objectives Learning Strategies\ Time
Thinking Skills
1 My Class School To introduce oneself and exchange To use the simple presents tense of be; To classify; to understand 4 weeks
greetings; to identify colors, numbers, and to answer yes/no questions: to answer sequence: to make
classroom objects. questions with what and what color associations
2 My Family Family members To talk about ones family; to say the letters To use the simple present tense of be, To classify; to make 4 weeks
of the alphabet see, and have; to use plural nouns; to associations to sequence
use he and she; to answer questions;
whos this? and how many?
3 My Body Parts of the body To identify and describe parts of the body; To use plural nouns; to use his and her: To relate part to whole; to 5 weeks
to identify colors; to differentiate between to use predicate adjective; compare and contrast; to
big and little, long and short classify
4 My Clothes Clothing To say what one is wearing; to name ones To use prenominal adjectives; to use To classify; to sequence 4 weeks
favorite colors and clothing; to identify the present progressive tense; to use the
colors; to follow directions plural nouns; to understand this/that
5 My House Rooms and To identify rooms and furniture; to identify To use the preposition in; to use To classify; to use prior 4 weeks
furniture actions, shapes, and locations; to identify prenominal adjectives; to use the knowledge; to relate part to
family members simple present and the present whole; to compare and
progressive tenses; to answer questions contrast
with what, where, and how many
6 Animals Animals To identify and describe animals; to identify To use the simple present an the present To classify; to sequence; to 4 weeks
animal actions progressive tenses; to use prenominal make associations; to use
adjectives; to use plural nouns prior knowledge; to make
comparisons (big/little)
7 My Birthday Parties To say ones age; to name the days of the To use the simple present and the To sequence; to make 4 weeks
week; to talk about parties and food; to talk present progressive tenses; to answer associations
about what one has and wants how old questions
8 My Toys Toys To identify and describe toys; to talk about To use the prepositions in, on, and To use prior knowledge; to 5 weeks
thing one wants; to identify numbers and under; to used prenominal adjectives; to understand sequence; to
colors use the simple present tense of want synthesize information; to
use illustrations
9 Having Fun Outdoor To identify activities; to say what one is To use the present progressive tense; to To use prior knowledge; to 4 weeks
activities doing and what one wants; to describe how use this/that, these/ those; to use the make associations; to
people feel prenominal adjectives; to use the follow directions; to make
prepositions in, on, and under connections; to us
illustrations
5
 Section two
An INTEGRATED SYLLABUS for
ONE MONTH

This section include a plan for four weeks of unit 6 (Animals) and
unit 7 (My Birthday) from grade 2 Prada curriculum.

6
 Week one
Day \ time content Lesson Objective Teaching Strategy Assessment Recourses
Sunday page 52 ( basic Review and Identify (Teacher should focus in the speaking skill Use page 43 in (workbook) to ( CD ) of
(45 minutes) English book ) the animals (bug, and listening skill) assess students understanding for the old
Unit 6 bird, cat, cow, dog, Students already know the animals (bug, animals which were in the MacDonald
(animals) fish, horse, worm, bird, cat, cow, dog, fish, horse, worm, handwriting book page 52 and song
and hippopotamus). hippopotamus) there features. basic
Review the names of these animals and write English
it in cards. book
Use the picture in the page to ask students Workbook
about the animals in the picture and there cards
features -Using song to teach kids the Dog
and there sound
Monday page 52 ( basic Review and Identify (Teacher should focus in the reading skill) Cards
(45 minutes) English book ) the animals (bug, Prepare cards include the animals names Worksheet
Unit 6 bird, cat, cow, dog, with their pictures show the students the
(animals) fish, horse, worm, cards one by one and read it with them.
and hippopotamus). Create worksheet includes the animals name
and their pictures, students should read and
match.
Tuesday page 52 ( basic Describe the animals Use the pictures of the animals (bug, bird, Create worksheet and include Work sheet
(45 minutes) English book ) (bug, bird, cat, cow, cat, cow, dog, fish, horse, worm, and multiple choices with animals pictures
Unit 6 dog, fish, horse, hippopotamus) and teach students to describe pictures to help students describe
(animals) worm, and these animals by using (big, small) and different animals.
hippopotamus). mansion their colors.

Wednesday page 52 ( basic Writing the words (Teacher should focus in the writing skill) Prepare a worksheet include the Worksheets
(45 minutes) English book ) (bug, bird, cat, cow, Prepare worksheets include the (bug, bird, words (bug, bird, cat, cow, dog,
Unit 6 dog, fish, horse, cat, cow, dog, fish, horse, worm, and fish, horse, worm, and
(animals) worm, and hippopotamus) where students need to repeat hippopotamus) with missing
hippopotamus). writing the words. letters where students should find
and write the missing letter
(ex.c_w)

7
Thursday Revision Review the writing Prepare different types of activities or The learning centered activity Story
(45 minutes) reading, listening and learning center class. could be the summative exam for I Pad
Unit 6 speaking skills Activity one :( speaking skills) prepare sticks what the students learnt. Worksheets
(animals) connected to the with questions student should take one and Pictures
animals they already answer it orally.
learnt. Activity two (listening skills): provide I pad
for one group and prepare video include
different animals and create work sheet
includes animals name, students should see
the video and circle the animal which
mansion in the video.
Activity three: (reading skill) provide a story
include different animals where students
should read the story and answer some
question in a worksheet related to the story.
Activity four: (writing skill) provide animals
pictures where students should write their
names.
Additional note:
I used to focus in animals (Bug, bird, cat, cow, dog, fish, horse, worm, and hippopotamus) for the most of classes in the first week of unit 6 because
the rest of the unit will demand from them to know these animals. Even of that students already know these animals in grade 1 but surly that not
all the students remember these animals names in English with taking that they are EFL learners in account. As a reason for that, teacher also
need more time to review the animals name with the students. In the lesson column I put the page number rather than the title because there are
no lessons titles in the units which I think need to be organized to be easy for the teacher, students and parent to follow.

8
 Week two

Sunday Related to Page Identify the actions Show students pictures of these actions in the Create a worksheet Worksheet
(45 minutes) (53) basic (sleeping, running, PowerPoint. Ask them what they can see. include the pictures of PowerPoint
Unit 6 English book eating, swimming) They may answer in Arabic after that teach the actions and let them
(animals) them the vocabulary in English one by one. match it with the
Show them the vocabulary (sleeping, vocabulary (sleeping,
running, eating, and swimming) and let them running, eating,
read it from the PowerPoint. swimming).
Do a dictation for these
actions in the next day.
Monday Related to Page Identify the actions Follow the same steps for these actions if its You could use the same Worksheet
(45 minutes) (53) basic (crawling, flying, work very well. If not, use video or story assessments which used PowerPoint
Unit 6 English book jumping) which include these actions. with the (sleeping,
(animals) running, eating,
swimming). But only
change the actions and
the pictures.
Do a dictation for these
actions in the next day.
Tuesday Page 53 ( basic Review the (Focus in listening and speaking skills) Teacher could let ( CD )
(45 minutes) English book ) vocabulary (sleeping, Use the pictures to review the animals (bug, students act the basic English book
Unit 6 running, swimming, bird, cat, cow, dog, fish, horse, worm, and vocabulary (sleeping, Video
(animals) crawling, flying, hippopotamus). running, swimming, Picture
jumping, eating) Show students pictures or video for the verbs crawling, flying,
connected to the (sleeping, running, swimming, crawling, jumping, eating) to
animals (bug, bird, flying, jumping, eating). check there
cat, cow, dog, fish, Students will listen to the CD which read the understanding.
horse, worm, sentences in this page and point on it.
hippopotamus).

9
Wednesday Page 54 ( basic Focus in the animals (Focus in the writing skill) Teacher could reinforce basic English book
English book ) looks and their action Discuss and ask students (What can they see and assess their Workbook
(45 minutes) connected to the in the picture? Whats the name of the understanding by the Colors
Unit 6 verbs (sleeping, animal? What are they doing?) workbook page 44, or Worksheet
(animals) running, swimming, Teacher will guide students to color the they could have it as a
crawling, flying, animals and review their names and action. homework where there
jumping, eating). Let them write the animals names up of each parent may help them to
animal and guide them to write the verbs draw.
(sleeping, running, swimming, crawling, Ask students to save the
flying, jumping, and eating). verbs (sleeping, running,
Give them repetition worksheet where they swimming, crawling,
demand to rewrite and practice the words. flying, jumping, eating)
and prepare for dictation
on Sunday.
Thursday Page 55 ( basic Review the verbs Use the flash cards to present the verbs Use page 45 in (CD)
English book ) (sleeping, running, (sleeping, running, swimming, crawling, workbook to reinforce basic English book
(45 minutes) swimming, crawling, flying, jumping, and eating). Solve the first and asses students Workbook
Unit 6 flying, jumping, and activity in the handwriting book page 55. understanding the verbs Flash cards
(animals) eating). Use the CD to listen, sing and act the song (sleeping, running,
(Do the Motion) swimming, crawling,
flying, jumping, and
eating). They should
listen and circle the
picture which presents
the verb.
Recommendation and justification:
I used to separate the actions (sleeping, running, swimming, crawling, flying, jumping, eating) to two lessons at the beginning because I want from students
to build their understanding and vocabulary very well. I think that grade two EFL students need will be lost if they have all these seven action in one class
with taking there different academic levels in account during teaching. By these way I want to ensure that most of the students getting the vocabulary. After
this step I connect these actions to the animals they learnt because they should be able to describe the animals actions by the end of this unit.

10
11
 Week three
Sunday revision Review the animals (focus in reading skill) Use page (50) in the workbook to Work book
(Bug, bird, cat, cow, Use the animal unit story to review individual test students understanding of the
dog, fish, horse, and focus in the animals name and action (sleeping, running, swimming,
(45 minutes) worm, and the verbs (sleeping, running, crawling, flying, jumping, and eating).
Unit 6 hippopotamus) and swimming, crawling, flying, jumping, ((I recommend to do it as individual to
(animals) the verbs (sleeping, and eating). check students awareness of these verbs and
running, swimming, Plan for differentiated activities. also because they already done the same
crawling, flying, Classify students according to their activity in page (45) so they should be
jumping, and academic level in to small groups. familiar with it.))
eating). Prepare activities for (high- medal Use page (49) as a group game for the
and low) levels. students, where they need to find and circle
the animals names.

Monday (45 Related to Identify the types of Prepare PowerPoint includes pictures Create a table contain to column; students PowerPoint
minutes) page 56 ( animals depending (cow, cat, bird, fish, horse, should draw or paste animals pictures in the
Unit 6 basic English on what they eat. hippopotamus) ask students about table.
(animals) book ) what each animal eat and write in the
board. Then try to divide the animals
to (herbivores and carnivores) and
explain what these words means.

Tuesday (45 page 56 ( Identify and connect Let them match the pictures in their Prepare flash card include different type of PowerPoint
minutes) basic English the animals to each basic English book page 56. animals such as (bird, cat, cow, dog, fish, Video
Unit 6 book ) other depending on Show students video that related to horse and hippopotamus), show students the Flash cards
(animals) their feeding. the lesson shows (herbivores and card one by one and let them to predict what CD
carnivores) animals. each animal eat and what do we call them
Use the CD to number the picture in (herbivores or carnivores)?
page 56.

Wednesday (45 Page 59 Create a project Teacher will provide some materials Let students take about their small book and Magazines
minutes) basic English include their favorite for students project (ex, magazines share it with them. Check and help students include
Unit 6 book animals and their include animals pictures, Scissors, to use the vocabulary they already learnt at animals
(animals) description. gum, color and papers). Students this unit. pictures,
should give their favorite animal This assessment support the Scissors,
picture. Students will work to create speaking skills. gum, color,

12
 small book like the picture in page 59 papers and
of their basic English book about animals
their favorite animal. pictures.
This activity will brick class
routine.
It supports kinesthetic
learners because they will use
their muscles to create the
small book (Starbuck, 2012).
Thursday (45 Summative Check students Prepare a summative exam includes
minutes) exam understanding of the animals names and the actions
Unit 6 unit 6. that students already know. Examine
(animals) students ability to describe the
animals by using the actions
(sleeping, running, swimming,
crawling, flying, jumping, and
eating).
This exam will give teacher
idea about students grasp
concerning unit 6 and
evaluate students academic
performance for this unit.
Additional notes:
In the Book scope and sequence the unit supposed to achieve during four weeks period but while am planning for this unit, it was enough to cover it in
three weeks.

13
 Week four
Sunday (45 (page 62 basic To talk about parties Let students imaging that they will do a party, Let students draw a Papers
minutes) English book) and food what kind of thing should the party include? picture of a party and Cards
Unit 7 (My (Students may answer in Arabic). include the (Balloon, Basic English book
birthday) Cake, Gifts and
Open page 62 in basic English book and ask Friends).
students about what can they see in the picture.
Discus with them about their answers.
Prepare flask cards include (Balloon, Cake, Gifts
and Friends) with their pictures and put it in the
board.
The cards will help students to connect
the picture with word in English)
It supports the visiual learners because it
includes pictures (Starbuck, 2012).

14
Monday (45 Page 63 Basis To connect the birth Show students days of the week song Solve page 54 in Work Work book
minutes) English book day with the days of https://www.youtube.com/watch?v=loINl3Ln6Ck book where students Basic English book
Unit 7 (My the week Let them sing with the song. will reorder and write Video
birthday) (Students already Show them the days of the week table like page the days of the week.
know the days of 63 picture in basic English book and ask them Page 55 in work book
the week from what day is the birth day? students will work to
grade1) Showing video can brick activities cut and paste the days
routine and its support 21 century skills of the week cards in
of media and technology skills their order.
(Rotherham, 2010).

Tuesday (45 Page 63 basic To talk about what Provide different things to the class (ex, colors, Let them ask each other Things ( ex,
minutes) English book they have. book, pin, puzzle and box) give these things to to check their using of colors, book, pin,
Unit 7 (My the students then ask them about what they have. (What do you have?). puzzle and box)
birthday) Tell them that the answer should include (I have
). Ask students as much as you can in order to
let them practice answering by (I have ).
This activity will let students understand
the meaning of the question (what do you
have?) rather than looking at the pictures
like page 63 basic hand writing book)
Wednesday Page 64 basic To take about what Teacher may prepare a table with different things Let them ask their peers Table with
(45 minutes) English book they want. on (ex, pictures, cards, pencils, note book and and practice it together. different things on
Unit 7 (My color). Tell students that you will ask them the (ex, pictures,
birthday) question (What to do want from this table?) and cards, pencils, note
they should answer by (ex, I want the colors) book and color).
then they can take it as a gift.
This activity will motivate students to
participate in class.

15
Thursday (45 Revision Review t the days Use the work book page 57 where students All the activities in the Work book
minutes) of the week, should cut the pictures of different materials can teaching strategy can be
Unit 7 (My talking about be used in the party. They should color it and an assessment.
birthday) parties and food, take about it.t
talking about what Use page 59 in the work book where students
they have and should match the picture with the words that
wants. describe the picture related to a party situation.
Use page 60 in the work book and let them select
what they want or have by circling the pictures.
Review the days of the week song
https://www.youtube.com/watch?v=loINl3Ln6Ck
These will help teacher to asses students
grasp of these week lessons.

16
 Section three
One week lesson planes

17
18
19
 Lesson one
Grade: 2

Time: 45 minutes

Unit: unit 6 (animals)

Aim: Teaching the actions (sleeping, running, eating, and swimming).

Lesson objective: Identify the actions (sleeping, running, eating, and swimming).

Activity Tim Teaching strategy Resources

e
Introductio 10 Show students pictures of the actions (sleeping, running, PowerPoint
n eating, and swimming) in the PowerPoint one by one. Ask Marker and
them what they can see. They may answer in Arabic after board
that teach them the vocabulary in English one by one. Ex,
after the sleeping slide, write sleeping in the board and the
other actions after each slide then review with them again
what its mean.
That will help students to connect the word with
their picture.
Game 10 Ask students to act the action you say and show them the Cards includes
(whale cards include the actions. Start to say actions one by one and the actions
class) show them the cards. Check all students reaction and (sleeping,
attention. running,
This game will cover the three types of learning eating, and
styles (visual, auditory and kinesthetic) because swimming)
they hear the action and see it in the board then
act it by their body.
Elaboration 20 Teachers will give students the work sheet includes the
(individual) action and the pictures of the actions. Students should repeat
writing the words several times. Students should work
individually to finish this work sheet.
This activity will reinforce their writing skills
and working individually will help teacher to
check that each students practice writing these
actions.
Assessment 5 Teacher will give students two sets of cards the first set
(group include the actions (sleeping, running, eating, and
activity) swimming) the second set include these actions pictures.
Ask students to work in group and match the actions with
their pictures.
Working in groups can give students chance to
discuss and use what did they learnt to achieve
their activity (What are the benefits of group
work? 2015).

See all worksheets in appendix on

20
 Lesson two
Grade: 2

Time: 45 minutes
Unit: unit 6 (animals)

Aim: Teaching the actions (crawling, flying, and jumping).

Lesson objective: Identify the actions (crawling, flying, and jumping).

Activity Tim Teaching strategy Resources

e
Introductio 10 Show students pictures of the actions (crawling, flying, and PowerPoint
n jumping) in the PowerPoint one by one. Ask them what they Marker and
can see. They may answer in Arabic after that teach them board
the vocabulary in English one by one. Ex, after the sleeping
slide, write sleeping in the board and the other actions after
each slide then review with them again what its mean.
That will help students to connect the word with
their picture.
Game 10 Ask students to act the action you say and show them the Cards includes
(whale cards include the actions. Start to say actions one by one and the actions
class) show them the cards. Check all students reaction and (crawling,
attention. flying,
This game will cover the three types of learning jumping)
styles (visual, auditory and kinesthetic) because
they hear the action and see it in the board then
act it by their body.
Elaboration 20 Teachers will give students the work sheet includes the
(individual) action and the pictures of the actions. Students should repeat
writing the words several times. Students should work
individually to finish this work sheet.
This activity will reinforce their writing skills
and working individually will help teacher to
check that each students practice writing these
actions.
Assessment 5 Teacher will give students two sets of cards the first set
(group include the actions (crawling, flying, and jumping) the
activity) second set include these actions pictures. Ask students to
work in group and match the actions with their pictures.
Working in groups can give students chance to
discuss and use what did they learnt to achieve
their activity (What are the benefits of group
work? 2015).

See all worksheets in appendix two

21
 Lesson three
Grade: 2

Time: 45 minutes
Unit: unit 6 (animals)

Aim: Teaching the actions (sleeping, running, swimming, crawling, flying, jumping, eating)
connected to the animals (bug, bird, cat, cow, dog, fish, horse, worm, hippopotamus).
Lesson objective: Review the vocabulary (sleeping, running, swimming, crawling, flying, jumping,
eating) connected to the animals (bug, bird, cat, cow, dog, fish, horse, worm, hippopotamus).

Activity Tim Teaching strategy Resources Skills

e
Revision 10 Use the pictures of the animals (bug, bird, cat, cow, dog, -Cards include Focus on the
fish, horse, worm, and hippopotamus) doing the actions the animal speaking skills
(sleeping, running, swimming, crawling, flying, jumping, name and the
eating). Ask students what do we call this animal? What action verb
does this animal do? Put the cards which include the animal (ex. Cat is
name and the action under each picture. sleeping)
This step will review both the animals and the -Animals
actions. pictures
It will refinance students speaking by using the
animals and the action verbs.
Game 10 Teacher will give each group two sets of cards, the first set Cards include Focus on the
(group includes sentences (ex, Cat is eating, Bird is flying). sentences reading skills
work) Students should read the cards then try to find the picture Cards include
which presents the sentence in the second set of cards. pictures
Students will work in group to match all the cards while
teacher guide them and move around the groups.
When teacher guide students and other peers
help each other that could assist students to
transfer from the dependent to the independent
situation (De Guerrero, 2000).
Elaboration 20 Teacher will give each students worksheets for repeat Worksheets Focus on
(individual) writing the sentences (ex, Cat is eating, Bird is flying) writing skills
individually.
Working individually will help the teacher to
ensure that all students practice writing.
Assessment 5 Use the lesson CD which provided with the teacher guided CD Focus on the
individual) book. Then let students will listen to the CD which read the hand writing listening skills
sentences in this page 53 (hand writing book) and point on it book
individually.
That can give the teacher idea about students
understanding of the lesson.
See all worksheets in appendix three

22
 Lesson four
Grade: 2

Time: 45 minutes
Unit: unit 6 (animals)

Aim: Teaching the actions (sleeping, running, swimming, crawling, flying, jumping, eating)
connected to the animals (bug, bird, cat, cow, dog, fish, horse, worm, hippopotamus).
Lesson objective: Review the vocabulary (sleeping, running, swimming, crawling, flying, jumping,
eating) connected to the animals (bug, bird, cat, cow, dog, fish, horse, worm, hippopotamus).

Activity Tim Teaching strategy Resources Skills

e
Revision 15 Teacher will guide students to color the animals and review Hand writing Focus on
their names and action in page 54 (hand writing book). Let book writing and
them write the animals names up of each animal and guide colors speaking skills
them to write the verbs (sleeping, running, swimming,
crawling, flying, jumping, and eating).
When student will write the animals names and
the action in front of each animal in the page that
can combine between having fun and review
what already learnt by students.
Book 5 Teacher will solve the first activity in the handwriting book Hand writing Focus on
activity page 55. The CD of this lesson is already provided with the book listening skill
teacher guided book. CD
Elaboration 15 In page 55 of Hand writing book, use the CD to listen, sing CD Focus on
(Whale and act the song (Do the Motion) with the students. Hand writing listening,
class) song The CD of this lesson is already provided with the teacher book reading and
guided book. speaking skills
This activity will cover the three types of learning
styles (visual, auditory and kinesthetic) because
students will sing, act and see their book steps to
act (Starbuck, 2012).
Assessment 10 Teacher will use page (50) in the work book to individually Work book Focus on
individual) test students understanding of the action (sleeping, running, listening skills
swimming, crawling, flying, jumping, and eating).
I recommend doing it as individual to check
students awareness of these action verbs.
See all worksheets in appendix four
Note: This lesson have the same objective of lesson three that because there are many activities
in hand writing book and work book which need to be covered by the teacher and students.

23
 Lesson five
Grade: 2

Time: 45 minutes
Unit: unit 6 (animals)

Aim: Using the story to enhance learning the action verbs (sleeping, running, swimming, crawling,
flying, jumping, and eating).
Lesson objective: Use the unit story to identify the animals (Bug, bird, cat, cow, dog, fish, horse,
worm, and hippopotamus) and the verbs (sleeping, running, swimming, crawling, flying, jumping,
and eating).

Activity Time Teaching strategy Resources Skills

Story 15 Teacher will use the animal unit story to review and focus in the Hand Reading,
animals name and the verbs (sleeping, running, swimming, crawling, writing listening
flying, jumping, and eating). book story and
First ask students to cut the story from the book then fold it to look speaking
like a small story. Then use the story area to read the story. skills.
Secondly start to ask students some question about the story, start with
page1: What can you see? What type of animals you see?
Let students read the sentences in the story while teacher guide and
reinforce them. Teacher should discuss each page content.
Differentia 25 Teacher should divided students to homogenous groups include (4-5) Worksheets Reading,
ted activity students in each group depending on students number. Students should Action cup writing,
divide to (low, middle and high) level. Cards listening
High level students: They will have cards include pictures and include and
pictures
sentences (ex, cat is .). Students should complete the blank speaking
and
according to the picture by writing one of the action verbs (sleeping, sentences skills
running, swimming, crawling, flying, jumping, and eating). (ex, cat is..)
Middle level students: They will have action cup in the middle of
their group, the cup include many sticks. Each stick include an action
verb and students should take one stick then act the action verb which
written on the stick (sleeping, running, swimming, crawling, flying,
jumping, and eating).
Low level students: They will have two worksheets the first one
include the action verbs where students should cut the action verb and
paste it in the work sheets which include the pictures of the action
verbs.
All these activities covered the three types of learning
styles (visual, auditory and kinesthetic) because students
use there mussels, see the materials and listen to each other
(Starbuck, 2012).
The differentiated activity may anticipate and responds to
a variety of students' needs in the classroom (Tomlinson,
2016) which will apply under homogenous group work
according to their academic level (high- middle - low)

24
 (Good, 1997).

Additional 5 The teacher will use page (49) as a group game for the students, where Work Reading
game they need to find and circle the animals names. book skill

See all worksheets in appendix five

Additional note:
From my experience with the genders girls and boys, in different types of schools
(government and non-government), students always enjoy active reading story which
reflected on their interaction and attention with the teacher. Also, stories brick class
routine.
Homogeneous groups are groups of students organized so that students of similar
academic levels are placed together which called as ability groups, working on materials
suited to their particular level, as determined through assessments. It should be organized
by last semester students grades.

25
References:
10 Benefits of Reading. (2017). Retrieved April 30, 2017, from cameverlands website:
http://www.cameverlands.org.uk/10-benefits-of-reading/

De Guerrero, M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer
revision. The Modern Language Journal, 84(1), 51-68.

Good, T. L. (1997). Do students learn more in heterogeneous or homogeneous groups?.

DOCUMENT RESUME ED 268 075 SP 027 044, 27.

Rotherham, A. J., & Willingham, D. T. (2010). 21st-Century Skills. American Educator, 17.
Its so incredible to finally be understood.. (2011). Retrieved January 27, 2017, from
16personalities website: https://www.16personalities.com/

Starbuck, D. (2012). Creative teaching: Learning with style (2nd, Rev.;Rev.;2;2nd; ed.). London:
Continuum.

Tomlinson, C. A. (Ed.). (2016). What Is Differentiated Instruction? Retrieved March 14, 2017,
from readingrockets website: http://www.readingrockets.org/article/what-
differentiated-instruction

What are the benefits of group work? (2015). Retrieved April 30, 2017, from CMU website:

https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupproject
s/benefits.html

26
Appendix one: This appendix will show you the lesson materials in addition to their
instruction.

Show students pictures of the actions (sleeping, running, eating, and swimming) in the
PowerPoint one by one. Ask them what they can see. They may answer in Arabic after that teach
them the vocabulary in English one by one. Ex, after the sleeping slide, write sleeping in the
board and the other actions after each slide then review with them again what its mean.

Ask students to act the action you say and show them the cards include the actions. Start to say
actions one by one and show them the cards. Check all students reaction and attention.

Sleeping Running
Eating Swimming

27
 Teachers will give students the work sheet includes Hand writing practice for the words
(sleeping, running, eating, and swimming). Students should work individually to finish this work
sheet.

Teacher will give students two sets of cards the first set include the actions (sleeping, running,
eating, and swimming) the second set include these actions pictures. Ask students to work in
group and match the actions with their pictures.

Sleeping Running
Set one

Eating Swimming

28
Set two

29
Appendix two: This appendix will show you the lesson materials in addition to their
instruction.

Show students pictures of the actions (crawling, flying, and jumping) in the PowerPoint one by
one. Ask them what they can see. They may answer in Arabic after that teach them the
vocabulary in English one by one. Ex, after the sleeping slide, write sleeping in the board and the
other actions after each slide then review with them again what its mean.

Ask students to act the action you say and show them the cards include the actions. Start
to say actions one by one and show them the cards. Check all students reaction and
attention.

Crawling Jumping
Flying
30
 Teachers will give students the work sheet includes the action and the pictures of the
actions. Students should repeat writing the words several times. Students should work
individually to finish this work sheet.

Teacher will give students two sets of cards the first set include the actions (crawling, flying, and
jumping) the second set include these actions pictures. Ask students to work in group and match
the actions with their pictures.
First set of cards

Crawling Jumping
Flying

31
Second set of cards

32
Appendix three: This appendix will show you the lesson materials in addition to their
instruction.

Use the pictures of the animals (bug, bird, cat, cow, dog, fish, horse, worm, and hippopotamus)
doing the actions (sleeping, running, swimming, crawling, flying, jumping, eating). Ask students
what do we call this animal? What does this animal do? Put the cards which include the animal
name and the action under each picture.

Teacher will give each group two set of cards, the first set includes sentences (ex, Cat is
eating, Bird is flying). Students should read the cards then try to find the picture which
presents the sentence in the second set of cards. Students will work in group to match all
the cards while teacher guide them and move around the groups.
First set of cards

Cat is sleeping. Cow is eating. Bird is flying.

Bug is jumping. Fish is swimming. Horse is runing.

33
 Second set of cards

Teacher will give each students worksheets for hand writing practice include the sentences (ex,
Cat is eating, Bird is flying) individually.

34
 Use the lesson CD which provided with the teacher guided book. Then students will listen to the
CD which read the sentences in this page 53 (hand writing book) and point on it individually.

35
Appendix four: This appendix will show you the lesson materials in addition to their
instruction.

Teacher will guide students to color the animals and review their names and action in page 54
(hand writing book). Let them write the animals names up of each animal and guide them to write
the verbs (sleeping, running, swimming, crawling, flying, jumping, and eating).

Teacher will solve the first activity in the handwriting book page 55. The CD of this lesson is
already provided with the teacher guided book.

36
 In page 55 of Hand writing book, use the CD to listen, sing and act the song (Do the Motion) with
the students. The CD of this lesson is already provided with the teacher guided book.

Teacher will use page (50) in the work book to individually test students understanding of
the action (sleeping, running, swimming, crawling, flying, jumping, and eating).

37
Appendix five: This appendix will show you the lesson materials in addition to their
instruction.

These pictures illustrate the unit 6 story in the hand writing book in page (57 and 58) of the hand
writing book. This story will be used for the lesson five.

This picture shows how the action cup will look like. The Middle level students will have action
cup in the middle of their group, the cup include many sticks. Each stick include an action verb
and students should take one stick then act the action verb which written on the stick (sleeping,
running, swimming, crawling, flying, jumping, and eating).

38
 The High level students will have cards include pictures and sentences (ex, cat is .). Students
should complete the blank according to the picture by writing one of the action verbs (sleeping,
running, swimming, crawling, flying, jumping, and eating).

Cat is .. Bird is .. Horse is ..

The answers are:

Cat is eating. Bird is flying.

Horse is running. Dog is sleeping.

Fish is swimming.
fish is ..
Dog is ..

The Low level students will have two worksheets the first one include the action verbs where
students should cut the action verb and paste it in the work sheets which include the pictures of
the action verbs.

39
 Worksheet (1)
Worksheet (2)

This page (49) is in the work book where the teacher will used as a group game for the students,
where they need to find and circle the animals names.

40
41